EFL TEACHER DEVELOPMENT COURSE
Portfolio
What is a portfolio?
A student portfolio is a systematic collection of student work and related material that
depicts a student's activities, accomplishments, and achievements in one or more
school subjects. The collection should include evidence of student reflection and selfevaluation, guidelines for selecting the portfolio contents, and criteria for judging the
quality of the work. The goal is to help students assemble portfolios that illustrate their
talents, represent their writing capabilities, and tell their stories of school achievement...
(Venn, 2000, pp. 530-531)
Two Types of Portfolios:
Process and product portfolios represent the two major types of portfolios. A process
portfolio documents the stages of learning and provides a progressive record of
student growth. A product portfolio demonstrates mastery of a learning task or a set of
learning objectives and contains only the best work... Teachers use process portfolios to
help students identify learning goals, document progress over time, and demonstrate
learning mastery... In general, teachers prefer to use process portfolios because they
are ideal for documenting the stages that students go through as they learn and
progress (Venn, 2000, p. 533).
Steps in the Portfolio Assessment Process
First, the teacher and the student need to clearly identify the portfolio contents, which
are samples of student work, reflections, teacher observations, and conference records.
Second, the teacher should develop evaluation procedures for keeping track of the
portfolio contents and for grading the portfolio... Third, the teacher needs a plan for
holding portfolio conferences, which are formal and informal meetings in which students
review their work and discuss their progress. Because they encourage reflective
teaching and learning, these conference are an essential part of the portfolio
assessment process (Venn, 2000, p. 540).
What are the advantages of assessment through a portfolio?
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What are the disadvantages?
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Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Advantages of Portfolio Assessment
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Promoting student self-evaluation, reflection, and critical thinking.
Measuring performance based on genuine samples of student work.
Providing flexibility in measuring how students accomplish their learning goals.
Enabling teachers and students to share the responsibility for setting learning
goals and for evaluating progress toward meeting those goals.
Giving students the opportunity to have extensive input into the learning process.
Facilitating cooperative learning activities, including peer evaluation and tutoring,
cooperative learning groups, and peer conferencing.
Providing a process for structuring learning in stages.
Providing opportunities for students and teachers to discuss learning goals and
the progress toward those goals in structured and unstructured conferences.
Enabling measurement of multiple dimensions of student progress by including
different types of data and materials. (Venn, 2000, p. 538)
Disadvantages of Portfolio Assessment
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Requiring extra time to plan an assessment system and conduct the assessment.
Gathering all of the necessary data and work samples can make portfolios bulky
and difficult to manage.
Developing a systematic and deliberate management system is difficult, but this
step is necessary in order to make portfolios more than a random collection of
student work.
Scoring portfolios involves the extensive use of subjective evaluation procedures
such as rating scales and professional judgment, and this limits reliability.
Scheduling individual portfolio conferences is difficulty and the length of each
conference may interfere with other instructional activities. (Venn, 2000, p. 538)
TASK
Write down three questions you could ask your colleagues to assess their portfolios (which
reflect their participation in the course):
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Can portfolio assessment be applied to our English courses? To which ones?
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
Reference List
Bentley, D. (2001). Grade 10 math portfolio outline. Retrieved May 22, 2003 from:
http://www.horton.ednet.ns.ca/staff/bentley/mat10-01.htm
Burke, K., Fogarty, R. & Belgrad, S. (2002). The portfolio connection: Student work linked to
standards.
Arlington Heights, IL: Skylight Professional Development
Quebec English Schools Network. (2003). Portfolio process. Retrieved May 9, 2003, from:
http://www.qesnrecit.qc.ca/portfolio/eng/practice.htm
Rog, L. (2001). Scoring rubric for writing based on "Six Traits" analytic assessment scoring
guide and Regina
Public Schools' scoring rubric. Retrieved May 20, 2003 from:
http://web.rbe.sk.ca/lang/Spring%202001/scoring_rubric_for_writing.htm
Salwierak, M. (2001). Rubrics. Retrieved May 21, 2003 from St. Gregory's University Website:
http://intranet.sgc.edu/people/faculty/mksalwierak/portfolio/new_page_2.htm
Saskatchewan Education. (1991). Project presentation: Individual questionnaire. Retrieved May
27, 2003
from: http://www.sasked.gov.sk.ca/docs/xsci/template.pdf.
Saskatchewan Education. (1997). Student reflection: Sample self-assessment. Retrieved May
27, 2003 from:
http://www.sasked.gov.sk.ca/docs/mla/studref.pdf
Sewell, M, Marczak, M. & Horn, M. (n.d.). The use of portfolio assessment in evaluation.
Retrieved May 9,
2003, from The University of Arizona , Cybernet Evaluation Web site:
http://ag.arizona.edu/fcr/fs/cyfar/Portfo~3.htm
Venn, J. J. (2000). Assessing students with special needs (2nd ed.). Upper Saddle River, NJ:
Merrill
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013
EFL TEACHER DEVELOPMENT COURSE
ACTION PLAN 2013\2014
CPD Goal
How I will achieve it
What I need for it
Департамент английского языка факультета экономики НИУ ВШЭ
Издательство Pearson ELT
ИЮНЬ 2013